Subtitled “A definitive guide to verifying digital content for emergency coverage” it comes across as a thorough, easy to use and authoritative tool for our students to use as they grow into digital and social media reporting.

by Stan Zoller
Several years ago I was having a conversation with my neighbor, also a teacher. Our conversation covered the usual teacher stuff – students, administrators, curriculum, union contracts – and course loads.

It was while we discussing the classes we taught, he pronounced that “well, anyone can teach journalism.”

So much for good neighbors.

I asked him what his point of reference was and he, to no surprise, did not have a good answer, but seemed hint that “all we had to do” was put out the paper, which, I guess is like saying all drivers education teachers have to do is start the car.

Journalism teachers seem to be education’s misunderstood children. It’s the destination – the newspaper, the yearbook, the broadcast or website by which we are judged. That’s all we do.

What’s overlooked, as we all know, are the intricacies that go into student media. Not the intricacies of InDesign or Photoshop – but the intricacies of journalism. The laws, the ethics, the policies and the court decisions.

You know, “hey kids, go and report so we can produce the next edition, get the next sig done or post it.” You know, we’re like Nike – we just do it.

Journalism educators are notoriously supportive of each other (well, for the most part) and of our craft. We’re proud when the final product is published, produced or posted.

What we need to be proud of however, is not the destination – but the trip we took to get there. My guess is most people – in education and out – do not have an idea of everything that goes into producing student media. They see the photos, read the words, listen to the broadcast and say “nice job.”

What’s overlooked, as we all know, are the intricacies that go into student media. Not the intricacies of InDesign or Photoshop – but the intricacies of journalism. The laws, the ethics, the policies and the court decisions.

What separates journalism classes from the many other classes is what students need to know before they get “the keys to the car.” Our students need to be exposed on a regular basis to court decisions that impact journalism, not just student journalism.

News consumers who read or watch student media should have the same expectations they do as if they were reading the Chicago Tribune, the Sacramento Bee, the Virginian-Pilot or the New York Times.

Unrealistic? Maybe high school students don’t have Pulitzer Prize winning writing and reporting skills – but they need to have the same ethics and understanding of press law as any reporter. Administrators need to understand that the student media is not an outlet for students to have fun in print, online or on air. If journalism educators don’t keep the bar raised for their student journalists, then the door to prior review and prior restraint may swing open.

And before you know it, administrators may think that anyone can teach journalism.

Like so many things, it’s good news and bad news. The Common Core State Standards actually may help us show how journalism has skills everyone should know, but in the process could we be losing support to teach the very framework necessary to use our voices in democracy?

In other words, where does teaching law and ethics fit with the new standards?

Nowhere that’s obvious, that’s for sure, but maybe we can find niches that aren’t so apparent.

In honor of Constitution Day, JEA’s Scholastic Press Rights Commission provides these hypothetical ethical dilemmas for you and your staff to discuss and debate. Each answer is then discussed via video by a member of the SPRC once you have completed the quiz.